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Elaboration ACLFRU120

recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal clause sequence and emphasis

Elaboration ACLGEU029

recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis

Elaboration (3) ACLINC089

gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

Elaboration (7) ACLITU052

using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula

Elaboration (2) ACLITC102

reinterpreting and performing stories and songs in spoken or written form, by retelling the sequence, reordering the events in a story, or creating an alternative representation or ending

Elaboration (3) ACLSPU193

using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo

Elaboration (1) ACLSPC007

reinterpreting and performing stories and songs that feature repetitive language and familiar contexts or characters, for example, by changing the sequence or creating alternative endings

Elaboration (1) ACLVIU119

sharing ideas about the purpose of different texts, such as a class timetable (to show the sequence of lessons) or a story (to describe past events)

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …

Achievement Standard Vietnamese Years 7 and 8

By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh …

Using the Framework to develop language-specific curricula or programs for Classical languages Framework for Classical Languages

It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical languages other than Latin and Classical …

Using the Framework to develop language-specific curricula or programs for Classical languages | Framework for Classical Languages | Languages | F-10 curriculum

ACELA1540

Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return

Elaborations ScOT Terms

ACELA1540 | Content Descriptions | Year 8 | English | F-10 curriculum

Literacy learning area advice

The learning area advice resources can assist teachers in providing an illustration of how the progressions may be used in learning areas, other than Mathematics and English, to support students’ literacy and numeracy development. They provide authentic …

Literacy learning area advice | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Representation of General capabilities English as an Additional Language or Dialect

General capabilities covered in EAL/D include: Literacy, Numeracy, Information and communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding and Intercultural understanding. Literacy Literacy …

Representation of General capabilities | English as an Additional Language or Dialect | English | Senior secondary curriculum

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General Capabilities

Cross Curriculum Priorities

Progression Elements